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UNIVERSITY  OF  N.C.  AT  CHAPEL  HILL 


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COURSES  OF  STUDY 


FOR  THE 

PUBLIC  HIGH  SCHOOL 

OF 

ASHEVILLE,  N.  C. 


PREPARED  BY 
R.  V.  KENNEDY,  Principal 


Printed  by  the  Hackney  &  Moalf,  Co.,  Asheville,  N.  C. 


Digitized  by  the  Internet  Archive 
in  2019  with  funding  from 
University  of  North  Carolina  at  Chapel  Hill 


https://archive.org/details/coursesofstudyfoOOkenn 


PREFACE 


The  demands  made  on  the  high  school  for  greater  thorough¬ 
ness  of  work  along  all  the  lines  of  instruction  are  becoming  more 
and  more  imperative.  This  is  caused  partly  by  the  higher  standard 
of  college  entrance  requirements,  making  it  necessary  for  the  high 
school  to  do  a  higher  grade  of  work;  and  partly,  because  there 
is  a  greater  demand  to-day  than  ever  before  that  the  high  school 
shall  equip  girls  and  boys  for  entering  at  once  into  the  practical 
walks  of  life. 

This  condition  of  affairs,  thus  briefly  stated,  serves  to  empha¬ 
size  the  seriousness  of  the  high  school  course,  and  the  efficacy  of 
the  high  school  teacher.  The  purpose  of  this  pamphlet  is  to  assist 
in  correlating,  directing  and  systematizing  our  varied  efforts,  to 
the  end  that  we  may  secure  a  well-rounded,  symmetrically-devel¬ 
oped  product — the  fairly  well  educated  girl  or  boy.  Let  no  teacher 
regard  this  as  an  attempt  to  limit  her  efficiency.  A  working  plan 
serves  merely  to  bring  out  the  individuality  of  the  best  teacher, 
while  it  should  be  a  valuable  boon  to  that  teacher  who  has  no 
well-regulated  method  of  procedure. 

Due  acknowledgement  is  hereby  made  of  valuable  assistance 
received  from  the  course  of  study  prescribed  for  the  high  schools 
of  North  Carolina ;  from  the  proposed  course  of  study  for  the 
state  of  Virginia;  from  the  course  of  study  of  the  city  of  New 
Bedford,  Massachusetts,  and  from  teachers  in  our  own  school. 


Asheville,  N.  C.,  July  8,  1908. 


R.  V.  Kennedy,  Principal. 


NOTES 


A  language  once  elected  must  be  studied  at  least  two  years. 

Students  should  have  regular  hours  for  study  at  home. 

Recreation  periods  and  study  periods  should  not  interfere  with 
one  another. 

The  new  requirements  for  graduation  have  a  minimum  of  17 
units  of  class  work.  Five  recitations  a  week  of  forty  minutes 
each  throughout  the  school  year  constitute  one  unit. 

No  student  will  be  allowed  to  change  his  course  of  study  with¬ 
out  the  permission  of  the  principal.  Changes  will  not  be  allowed 
when  they  would  interfere  with  the  satisfactory  completion  of  a 
particular  work. 

Reports  on  parallel  reading  are  due  at  the  end  of  the  second, 
fourth,  sixth  and  eighth  school  months,  respectively. 


TABLE  I. 

High  School  Credits. 


SUBJECT 

First  Year. 

Second  Year. 

Third  Year. 

Fourth  Year. 

Total 

Units. 

English 

Grammar  .4 

Literature  .4 

Composition  .2 

Rhetoric  .4 

Literature  .4 

Composition  .2 

Rhetoric  .4 

Literature  .4 

Composition  .2 

Rhetoric  .4 

Literature  .4 

Composition  .2 

4 

Mathematics 

Algebra 

1 

Arithmetic 

Algebra  1 

Algebra  .6 

Geometry  .4 

Algebra  .2 

Geometry  .8 

4 

History 

Ancient  .6 

Mediaeval 

.6 

Modern 

English  .6 

American  .6 

Civics  .4 

2.8 

Latin 

First  Latin  1 

First 

Latin  1 

Caesar 

Caesar 

1 

Cicero 

Cicero 

1 

Virgil 

4 

French 

• 

Grammar 

1 

Forms 

Syntax 

1 

Translation 

Literature 

1 

Composition 

3 

German 

Grammar 

1 

Forms 

Syntax 

1 

Translation 

Literature 

1 

Composition 

3 

Science 

Physiology  .4 

Phys.  Geog.  .6 

Botany  .5 

Physics  1 

Chemistry  1 

3.5 

TABLE  II. 

Graphic  Outline  of  the  Courses. 


A.— CLASSICAL. 


Year  Eng.  Hist.  Math.  Lat.  Physiol. 


First 

L 

Fr. 

or 

Ger. 

Second 

Third 

Fourth 

( 

U.  S. 

anld 

iivjics 

B. — SCIENTIFIC  WITH  LATIN. 


Year  Eng.  Hist.  Math.  Lat.  Physiol.  Ph.  Geog. 


First 

Second 

Botany 

P 

taysic 

s 

Third 

C 

hem. 

Fourth 

— 

— 

' 

( 

U. 

an 

)iv 

S. 

1 

ics 

C. _ SCIENTIFIC  WITH  FRENCH  OR  GERMAN. 


'  **.  •*  » 


ENGLISH 


The  study  of  the  English  language  and  literature  is  certainly 
not  second  to  any  other  branch  of  the  high  school  curriculum.  Its 
disciplinary,  cultural  and  practical  values  at  once  make  it  the  foun¬ 
dation  for  the  most  efficient  work  in  all  other  subjects.  Therefore, 
English  is,  or  should  be,  broader  in  scope  than  any  other  high 
school  study. 

It  is  safe  to  say  that  the  most  efficient  teacher  in  English  is 
the  one  who  adds  to  scholarship  a  most  definite  purpose  and  a 
clear  aim.  Each  day’s  recitation  should  have  its  special  niche  in 
the  structure  planned  to  consume  four  years  in  building.  What¬ 
ever  other  purpose  may  be  assigned  to  the  study  of  English  in  the 
high  school,  all  teachers  must  agree  on  these  two  fundamental 
aims:  (i)  To  develop  in  the  pupil  the  power  to  speak  and  write 
his  own  language  with  clearness,  correctness  and  force,  and  (2) 
to  cultivate  such  an  appreciation  for  good  literature  as  will  enable 
him  to  understand  and  enjoy  it. 


A . — GRAMMAR. 


1. 

2. 

3- 

4- 

5- 
6. 

7- 

8. 


Exercise  daily  care  in  punctuation,  capitalization  and  spell¬ 
ing. 

Have  pupils  write  from  dictation  taken  from  their  study 
in  literature,  then  compare  with  the  original. 

Give  the  class  a  brief  dialogue  with  all  capitals  and  punct¬ 
uation  omitted ;  have  them  restore  all  omissions  and 
compare  with  original. 

Give  impromptu  drills  in  spelling  practical  words ;  also 
rules  for  determining  whether  “ei”  or 
“ible”  is  to  be  used,  etc. 


“ie,”  “able”  or 


See  that  the  pupil  has  a  clear  conception  of  the  office  of 
each  part  of  speech. 

Drill  on  classifying  phrases  according  (a)  to  form  and  (b) 
use.  Practice  changing  phrases  from  one  “use  to 
another. 


Learn  clearly  the  office  of  different  classes  of  pronouns. 
Drill  thoroughly  on  parsing  phrases  and  clauses  as  single 
parts  of  speech. 


Do  not  waste  time  on  grammatical  puzzles. 


8 


COURSE  OF  STUDY. 


B. — RHETORIC  AND  COMPOSITION. 

1.  The  study  of  rhetoric  should  go  hand  in  hand  with  com¬ 

position. 

2.  Rules  and  principles  should  always  be  applied  to  written 

work. 

3.  Make  applications  both  oral  and  written. 

4.  Emphasize  the  paragraph  as  the  unit  of  composition. 

5.  Show  that  the  principles  <5f  Unity,  Coherence  and  Empha¬ 

sis  are  the  same  for  sentence,  paragraph  and  whole 
composition. 

6.  Confine  the  second  and  third  years  mainly  to  Narration  and 

Description. 

7.  Exposition  and  Argumentation  should  receive  most  atten¬ 

tion  during  the  fourth  year. 

8.  Composition  work — 

( a )  Make  a  strong  effort  to  secure  ease  and  spontan¬ 

eity  of  expression,  oral  and  written. 

( b )  Let  the  first  themes  be  short-intensive  rather  than 

extensive. 

(c)  Give  references  to  text  in  rhetoric  for  pupils  to 

look  up. 

( d )  In  correcting  themes  indicate  errors  by  marks  in 

margin  opposite  the  line,  and  have  student  make 
correction. 

( e )  Read  aloud  corrected  themes  for  approval,  as  well 

as  adverse  criticism,  by  teacher  and  class. 

(/)  Never  fail  to  give  the  encouragement  of  judicious 
praise. 

C.— LITERATURE. 

1.  Correlation  with  Rhetoric — 

(a)  Apply  simple  principles  of  rhetoric  to  the  selection  ; 

e.  g.,  climax,  order  of  details,  paragraph  struc¬ 
ture,  etc. 

(b)  Read  aloud  some  striking  passage,  pointing  out  the 

topic  sentence  or  other  characteristic  features, 
then  have  pupils  imitate  the  author  in  the  re¬ 
production  (Class  drill). 

2.  Encourage  free  discussion  of  selections  read. 


ASHEVILLE  HIGH  SCHOOL. 


9 


3.  Outlines  of  different  kinds  of  literature  are  very  helpful  to 

the  student  in  making  preparation. 

4.  Study  questions  are  stimulating. 

5.  Shakespeare — (a)  rapid  reading  for  story  (outside  class)  ; 

(b)  reading  aloud  (in  class)  for  explanation  and  ap¬ 
preciation. 

6.  Much  memory  work,  both  prose  and  poetry. 

Content  is  more  important  than  any  technical  analysis. 


COURSE  IN  ENGLISH. 

First  Year. 

Grammar — Buehlers  English  Grammar  (twice  a  week). 
Composition  (once  a  week). 

Literature  (twice  a  week). 

(A)  Scott — The  Lady  of  the  Lake. 

(B)  Goldsmith — The  Deserted  Village. 

Coleridge — The  Ancient  Mariner. 

Burns — Selections. 

Lanier — Song  of  the  Chattahoochee,  Marshes  of 
Glynn. 

Poe— The  Raven,  Israfel  and  others. 

* 

Second  Year. 

Rhetoric— Stebbins’  Progressive  Course  in  English,  first  year 
(twice  a  week).  Pages  1-147  first  term;  148-292  second 

term. 

Composition  (once  a  week). 

Literature  (twice  a  week). 

(A)  Matthews — Introduction  to  American  Literature. 

(B)  Irving — The  Sketch  Book. 

Franklin’s  Autobiography. 

Lowell— The  Vision  of  Sir  Launfal. 

Third  Year. 

Rhetoric — Stebbins’  Progressive  Course,  first  year  (twice  a 
week).  Pages  293-450,  first  term ;  second  year  book,  1-125 

second  term. 

Composition  (once  a  week). 

Literature  (twice  a  week). 


10 


COURSE  OF  STUDY. 


(A)  Tennyson — Gareth  and  Lynette,  Lancelot  and  Elaine, 

The  Passing  of  Arthur. 

Oenone,  Miller’s  Daughter. 

(B)  Shakespeare — As  You  Like  It,  Henry  V. 

Mabie — Shakespeare  the  Poet,  Dramatist  and  Man. 

Fourth  Year. 

Rhetoric — Stebbins’  Progressive  Course,  second  year  book 
(twice  a  week).  Pages  126-232  first  term;  233-357  second 
term. 

Composition  (once  a  week). 

Literature  (twice  a  week). 

(A)  Lamb — Essays  of  Elia. 

Byron — Selections. 

Keats — Eve  of  Saint  Agnes,  Ode  to  the  Nightingale. 
Wordsworth — Tintern  Abbey,  Ode  to  Duty. 

(  B )  Shakespeare — Macbeth. 

Milton — L'Allegro,  II  Penseroso,  Comus  and  Lycidas. 
Washington — Far  well  Address. 

Webster — First  Bunker  Hill  Oration. 

Tappan — English  and  American  Literature. 

Home  Reading — Each  pupil  is  required  to  read  four  books 
during  the  year,  to  be  assigned  from  the  following  list: 

Irving — Life  of  Goldsmith. 

Scott — Ivanhoe. 

Eliot — Silas  Marner. 

Bunyan — The  Pilgrim’s  Progress. 

Scott — Quentin  Durward. 

Hawthorne — The  House  of  Seven  Gables. 

Thackeray — Henry  Esmond. 

Gaskell’s  Cranford. 

Dickens — A  Tale  of  Two  Cities. 

Blackmore — Lorna  Doone. 

Cooper — Last  of  the  Mohicans. 

Longfellow — Tales  of  a  Wayside  Inn,  Evangeline. 
Stevenson — Treasure  Island. 

Goldsmith — Vicar  of  Wakefield. 

Eliot — Adam  Bede. 

Wallace — Ben  Hur. 

Pope’s  Homer’s  Iliad. 

Plutarch’s  Lives  (selected). 

Reports  on  these  books  are  due  at  the  end  of  the  second, 
fourth,  sixth  and  eighth  school  months,  respectively. 


ASHEVILLE  HIGH  SCHOOL. 


11 


HISTORY 

It  is  in  history  that  the  young  first  learn  to  regard  the  present 
as  the  last  attained  stage  of  a  mighty  evolution,  and  thereby  ac¬ 
quire  reverence  for  the  vicarious  sacrifices  of  the  past,  regard  for 
the  civil  liberties  of  the  present,  and  a  sense  of  responsibility  for 
the  civil  welfare  of  coming  generations. — De  Garmo. 

History  is  a  subject  unequalled  for  its  opportunities  of  com¬ 
parison,  for  it  is  preeminently  a  study  of  the  relation  between 
cause  and  effect. — Report  of  Committee  of  Ten. 

The  theory  of  history  as  contained  in  these  two  quotations 
should  be  the  working  theory  of  all  high  school  work  in  this 
branch.  History  is,  therefore,  a  study  of  the  development  of  the 
race,  and  the  knowledge  gained  is  composed  ( a )  of  facts  and  ( b ) 
of  relations.  The  ends  to  be  secured  in  teaching  the  subject  may 
be  summarized  as  follows : 

1.  A  knowledge  of  historical  facts  and  relations. 

2.  Discipline  of  the  mind,  especially  the  judgment,  brought 

about  by  a  consideration  of  men’s  actions. 

3.  The  early  formation  of  character  through  the  observation 

of  historic  men  and  women. 

4.  The  training  of  the  ethical  judgment  for  the  supreme  end 

which  shall  issue  in  the  highest  development  of  self  as 
a  member  of  society. 

A. — ANCIENT. 

1.  Emphasize  the  heroic,  the  picturesque  and  the  dramatic  as¬ 

pect  of  the  work. 

2.  Require  some  parallel  reading  from  Plutarch  s  Lives. 

3.  Charts,  diagrams  and  maps  are  indispensible. 

4.  Point  out  contributions  of  ancient  peoples  to  civilization  ; 

e  Greek  culture,  Hebrew  religion,  Roman  law. 

5.  Require  only  epoch-making  dates. 

Written  tests  every  two  weeks. 

B. — MEDIAEVAL  AND  MODERN. 

1  The  entire  period  deals  with  the  formation  and  overthrowal 
of  a  three-fold  monopoly:  (a)  the  church  (represented 
by  the  Pope)  ;  (b)  the  state  (represented  by  the  Em¬ 
peror),  and  (c)  learning  (represented  by  the  clergy). 


12 


COURSE  OF  STUDY. 


2.  The  topics,  fuedalism,  crusades,  the  Reformation,  the 

French  and  American  revolutions,  etc.,  are  the  unfold¬ 
ing  of  this  monopoly. 

3.  Maps,  charts  and  outlines  an  important  part  of  the  work. 

Written  tests  every  two  weeks. 

C.— ENGLISH. 

1.  Consider  it  as  a  branch  of  former  study  more  fully  treated. 

2.  Notice  that  the  study  is  less  biographical  and  more  national. 

3.  Cause  and  effect  can  be  easily  traced. 

4.  Note  the  rise  and  growth  of  customs  and  practices  common 

to  the  entire  English  race. 

5.  Note  the  advance  made  by  each  line  of  rulers. 

6.  Learn  all  rulers  after  1066,  also  leading  dates. 

Written  tests  every  two  weeks. 

D. — AMERICAN-CIVICS. 

1.  Consider  it  first  as  a  scion  of  English  history. 

2.  By  this  time,  the  student  should  know  that  society  is  highly 

dynamic. 

3.  Pare  the  time  devoted  to  military  affairs,  elections,  etc. 

4.  Make  it  largely  a  study  of  constitutional,  social  and  indus¬ 

trial  advance. 

5.  The  study  of  civics  should  give  a  knowledge  of  the  prin¬ 

ciples  and  practices  of  government  with  a  view  to  the 
development  of  intelligent  citizenship. 

Written  tests  every  two  weeks. 


COURSE  IN  HISTORY. 

First  Year. 

Wolf  son — Essentials  in  Ancient  History  (three  times  a  week). 

(A)  Eastern  countries  and  Greece. 

(B)  Rome. 


ASHEVILLE  HIGH  SCHOOL. 


13 


Second  Year. 

Harding — Essentials  in  Mediaeval  and  Modern  History  (three 
times  a  week). 

(A)  Pages  11-300. 

(B)  “  301-612. 

Third  Year. 

Montgomery — Leading  Facts  of  English  History  (three  times 
a  week). 

(A)  Pages  1-200. 

(B)  “  201-403,  and  general  summary. 

Fourth  Year. 

Hart — Essentials  in  American  History  (three  times  a  week). 

(A)  Pages  13-288. 

(B)  “  289-583. 

Civics — Schwinn  and  Stevenson — Civil  Government  (twice  a 
week). 


14 


COURSE  OF  STUDY. 


MATHEMATICS 

This  subject  offers  the  teacher  a  greater  opportunity  for  train¬ 
ing  the  pupil  to  logical  methods  of  thought  and  precision  of  state¬ 
ment  than  any  other  of  the  high  school  curriculum.  Mathematics 
is  one  of  the  exact  sciences;  traditions  and  opinions  are  of  no 
value  where  truth  can  be  demonstrated  beyond  a  shadow  of  a 
doubt.  Here  the  famous  saying,  “Truth  for  authority;  not  am 
thority  for  truth,"  has  full  sway.  It  is  an  axiomatic  statement, 
therefore,  to  say  that  such  a  logical  subject  should  have  a  logical 
consideration  from  teacher  and  pupil.  The  following  may  be 
taken  as  a  general  working  principle:  (a)  The  true  aim  of  math¬ 
ematical  teaching  is  the  attainment  of  power.  A  few  essentials 
should  be  mastered  to  secure  accuracy,  readiness  and  precision. 
( b )  The  teacher  should  endeavor  to  secure  a  vivid,  cooperative 
interest  in  the  recitation  from  the  entire  class,  (c)  A  concrete 
presentation  of  a  new  principle  by  means  of  simple  problems 
should  precede  the  statement  of  the  principle  itself. 

A. — ALGEBRA. 

-  ,  :■ V  t  •  f,  .  -  •  •  ; 

.•  *  ^  .  t  .  4  /  *  •  i  •  *•  \  •  •  •  * 

Some  of  the  specific  aims  are : 

To  develop  the  power  of  attention  and  concentration  of 
thought. 

To  develop  the  reasoning  faculties. 

To  cultivate  habits  of  accuracy. 

To  broaden  the  mathematical  horizon,  and  cultivate  math¬ 
ematical  ingenuity. 

To  lay  a  foundation  for  further  study. 

B. — GEOMETRY. 

Some  of  the  specific  aims  are : 

To  train  the  hand  and  eye. 

To  train  and  emphasize  the  concentration  of  the  mind. 

To  develop  the  imagination  and  conceptive  power 

To  develop  the  logical  powers. 

COURSE  IN  ALGEBRA  AND  GEOMETRY. 

First  Year. 

(A)  Fisher  and  Schwatt — Rudiments  of  Algebra,  through 
factoring  (five  times  a  week). 

Arithmetic  reviewed. 


ASHEVILLE  HIGH  SCHOOL. 


15 


(B)  Fisher  and  Schwatt — Secondary  Algebra,  to  page  127 
(five  times  a  week). 

Arithmetic  reviewed. 

Second  Year. 

(A)  Fisher  and  Schwatt — pages  127-204  (five  times  a  week). 
Review  factoring. 

(B)  Fisher  and  Schwatt — pages  204-264  (five  times  a  week). 
Review. 

Third  Year. 

(A)  Fisher  and  Schwatt — pages  265-324  (three  times  a 

week). 

Wentworth — Plane  Geometry,  revised,  Book  I  (twice 
a  week). 

(B)  Fisher  and  Schwatt,  pages  324-372  (twice  a  week). 
Wentworth — Geometry,  Books  II,  III  (three  times  a 

week). 

Fourth  Year. 

(A)  General  review  of  algebraic  principles  (once  a  week). 
Wentworth — Geometry,  Books  IV,  V  (four  times  a 

week). 

(B)  Wentworth — Solid  Geometry,  Books  VI,  VII,  VIII  (five 

times  a  week). 


16 


COURSE  OF  STUDY. 


LATIN 

The  necessity  for  a  knowledge  of  the  Latin  language  to  a  sat¬ 
isfactory  study  of  the  English  and  other  modern  languages  can 
hardly  be  disputed.  A  knowledge  of  Latin  for  its  own  sake  well 
repays  the  effort  required  to  obtain  it.  The  high  school  pupil  can 
make  no  mistake  in  forming  a  careful  aquaintance  with  the  lan¬ 
guage  of  a  people  who  have  contributed  so  largely  to  the  civiliza¬ 
tion  of  the  world.  It  should  be  stated,  however,  that  there  is  no 
easy  method  of  learning  Latin,  and  there  never  will  be ;  but  the 
faithful  student  soon  realizes  results  which  amply  repay  for  all 
efforts  put  forth.  Instruction  in  the  language  follows  the  lines  of 
( a )  inflection,  ( b )  syntax,  (c)  translation  and  ( d )  composition. 

A. — INFLECTION. 

1.  Accuracy  and  ease  in  pronunciation  should  be  secured. 

2.  Always  use  the  Roman  method. 

3.  Secure  accuracy  in  determining  vowel  length  and  accent. 

4.  The  five  declensions  and  their  derivatives,  and  the  conjuga¬ 

tions  should  be  mastered  during  the  first  year. 

5.  As  soon  as  the  word  is  before  the  eye,  the  mind  should 

know  the  case,  mood  or  tense  without  hesitation. 

B. — SYNTAX. 

1.  Treat  the  subject  not  as  mere  rules,  but  as  the  means  of 

expressing  the  thought  in  Latin. 

2.  So  far  as  possible,  confine  the  study  of  grammatical  con¬ 

struction  to  the  usages  of  the  three  authors  studied  in 

high  school — Caesar,  Cicero  and  Virgil. 

3.  Try  to  apply  each  principle  to  some  specific  text. 

C.— TRANSLATION. 

1.  Acquire  the  ability  to  get  the  thought  in  the  Latin  order 

without  an  attempt  at  translation. 

2.  No  translation  should  be  accepted  until  it  is  expressed  in 

the  best  form  of  English. 


ASHEVILLE  HIGH  SCHOOL. 


17 


3.  Sight  translation  gives  facility  in  recognizing  forms  and 

applying  principles  of  syntax. 

4.  Require  the  story  as  obtained  in  translation. 

5.  Use  the  history,  geography,  manners  and  customs  of  the 

Romans  as  collateral  reports  from  members  of  the  class. 

D. — COMPOSITION. 

1.  Work  should  be  based  on  the  author  being  studied. 

2.  This  should  be  an  excellent  drill  in  the  forms  and  in  syntax. 

3.  Composition  is  a  great  aid  in  acquiring  a  reading  vocabu¬ 

lary. 

4.  Note  books  should  be  required  in  which  all  corrected  ex¬ 

ercises  are  written. 

5.  Give  occasional  tests  on  exercises  that  have  been  studied. 

COURSE  IN  LATIN. 

First  Year. 

Bennett — Foundations  of  Latin  (five  times  a  week). 

(A)  Pages  1-65. 

(B)  “  66-131. 

Second  Year. 

(A)  Bennett — Foundations  completed  in  about  six  weeks. 
Gunnison  and  Harley — Caesars  Galliac  War  (five 

times  a  week). 

Book  I,  Chapters  1-29,  at  least,  with  composition. 

(B)  Book  I,  Chapter  30  to  Book  IV,  with  composition. 

Third  Year. 

(A)  Gunnison  and  Harley — Caesar,  Book  I\  (five  time> 

a  week). 

Bennett— Cicero’s  Orations;  first  Catiline  oration; 
composition. 

(B)  Second,  third  and  fourth  Catiline  orations;  compo¬ 

sition. 

Oration  for  Archias. 

Fourth  Year. 

(A)  Cicero’s  Oration,  Manilian  Law;  composition  (five 

times  a  week). 

Bennett — Virgil’s  Aeneid,  Book  I. 

(B)  Bennett — Virgil’s  Aeneid,  Books  II,  III,  I\  . 


18 


COURSE  OF  STUDY. 


MODERN  LANGUAGES 


The  study  of  French  or  German  has  become  to  be  regarded  as 
an  almost  indispensible  part  of  the  high  school  course.  No  work 
seems  to  be  so  well  adapted  for  drill  in  precision  of  statement,  in 
accuracy  of  thought,  as  the  study  of  a  foreign  language ;  and  the 
attempt  to  translate  the  thought  of  another  tongue  into  the  lan¬ 
guage  we  speak  is  known  to  be  one  of  the  best  exercises  to  the  full 
understanding  of  our  own  language.  It  is  not  well,  however,  to 
begin  the  study  of  two  foreign  languages  at  the  same  time,  hence 
the  study  of  French  or  German  best  comes  after  a  year's  work  in 
Latin  which  is  itself  a  great  help.  The  courses  outlined  below 
provide  for  a  three  years'  study  of  each  language. 


A— GRAMMAR. 

1.  At  first  the  lessons  should  be  short  to  allow  abundant  prac¬ 

tice  on  inflection. 

2.  Secure  correct  pronunciation  from  the  very  beginning; 

patience  here  will  secure  good  habits  which  lead  to  good 
results  all  along  the  course. 

3.  The  declensions  and  conjugations  should  be  mastered. 

4.  The  grammar  should  not  be  studied  independently,  but  in 

connection  with  some  text. 


TRANSLATION. 

1.  Read  the  foreign  language  aloud,  then  translate  into  good, 

idiomatic  English. 

2.  Accurate  translation  depends  upon  the  ability  to  obtain  at 

a  glance  the  relations  of  the  words  or  phrases,  and  not 
merely  the  vocabulary.  This  is  particularly  true  of 
German. 

3.  In  the  second  and  third  years  a  gradually  increasing  atten¬ 

tion  should  be  given  to  sight  translation,  which  tests  the 
pupil’s  knowledge  of  the  language,  but  is  especially  val¬ 
uable  in  that  it  gives  him  confidence  in  his  ability. 


ASHEVILLE  HIGH  SCHOOL. 


19 


C. — COMPOSITION. 

1.  The  grammar  will  contain  sufficient  material  for  transla¬ 

tion  into  the  foreign  language. 

2.  Insist  on  the  pupil's  recognizing  that  the  composition  exer¬ 

cise  has  been  preceded  by  a  model  exercise  in  the  for¬ 
eign  language,  which  he  should  follow  closely. 

3.  A  knowledge  of  German  script  is  not  essential,  though  is 

worth  acquiring,  if  time  admits. 

COURSE  IN  FRENCH. 

First  Year. 

Fraser  and  Squair — Abridged  French  Grammar  (five  times 
a  week). 

Part  I  finished  during  the  year. 

About  100  pages  of  easy  reading  during  the  year  from  the 
selections  below. 

Second  Year. 

Fraser  and  Squair — Syntax  and  Composition  (five  times 
a  week). 

Reading,  about  175  pages  from  selections. 

Third  Year. 

Fraser  and  Squair — Reference;  composition  (five  times  a 
week). 

Reading,  about  300  pages  from  selections. 

FITERATURE. 

Guerber — Contes  et  Fegendes,  Book  I. 

Verne — Les  Enfants  du  Capitaine  Grant. 

LaBiche — Fa  Grammaire. 

Bedolliere — La  Mere  Michel  et  Son  Chat. 

Halevy — L’Abbe  Constantin. 

Merimee — Colomba. 

Feuillet — Le  Roman  d’un  Jeune  Homme  Pauvre. 

COURSE  IN  GERMAN. 

First  Year. 

1 0y nes — Meissner,  German  Grammar  (five  times  a  week). 
Reading,  about  75  pages  from  the  selections  below. 


20 


COURSE  OF  STUDY. 


Second  Year. 

Joynes — Meissner,  Syntax  and  Composition  (five  times  a 
week). 

Reading,  about  150  pages  from  selections. 

Third  Year. 

Joynes — Meissner,  Reference  (five  times  a  week). 
Reading  about  250  pages  from  selections. 

LITERATURE. 

Guerber — Marchen  und  Erzahlungen. 

Gerstiicker — Germelshansen. 

Zschokke — Der  Zerbrokene  Krug. 

Storm — Immensee. 

Von  Hiller — Hoher  als  die  Kirche. 

H  ey  se — U  Ar  rabbiata . 


ASHEVILLE  PIIGH  SCHOOL. 


21 


SCIENCE 

Since  there  are  many  students  who  do  not  pursue  their  studies 
beyond  the  high  school  course,  there  has  developed  the  practice 
among  these  schools  of  giving  instruction  in  the  different  scientific 
branches,  with  the  view  to  preparing  such  students  for  practical 
life.  The  same  work  also  prepares  other  students  for  entrance 
to  college.  The  courses  outlined  below  are  intended  to  meet  both 
of  these  conditions,  and  the  aims  of  instruction  may  be  briefly 
summarized  as  follows:  (a)  To  increase  the  pupil’s  knowledge 
of  his  physical  environment,  and  to  arouse  a  greater  interest 
therein;  (b)  to  teach  the  proper  care  of  the  human  body  so  that 
it  may  have  full  use  of  all  its  faculties;  (c)  to  train  the  pupil  in 
observation  and  thought  that  he  may  use  the  knowledge  gained 
for  the  preservation  and  right  use  of  all  natural  resources,  and  (d) 
to  bring  him  to  a  partial  comprehension  of  the  relation  between 
scientific  progress  and  invention  and  human  well-being. 

A. — PHYSICS. 

1.  Matter. 

( a )  Structure,  divisions  and  changes  of  matter;  force. 

(b)  Properties— extension,  weight,  mass,  inertia,  por¬ 

osity,  elasticity,  hardness  and  cohesion. 

(c)  Three  conditions  of  matter;  viscosity,  capillarity; 

diffusion. 

2.  Mechanics. 

(a)  Motion,  velocity,  acceleration  and  reflected  motion. 

(b)  Work,  its  units;  kinetic  and  potential  energy;  con¬ 

servation  of  energy. 

(c)  Gravitation,  center  of  mass;  laws  of  falling  bodies. 

(d)  Laws  of  the  pendulum. 

(e)  Three  classes  of  levers;  mechanical  advantage  of 

the  pulley. 

(/)  Laws  of  liquid  pressure;  Archimedes’  principle. 

(g)  Atmospheric  pressure;  siphon;  lift  and  force 

pumps. 

3.  Acoustics. 

(a)  Sound  vibrations,  media,  waves. 

(b)  Velocity;  reflection  and  refraction. 

(c)  Pitch;  timbre. 

(d)  Sympathetic  vibration;  resonance. 

(e)  Vibration  of  strings,  of  air  columns. 


22 


COURSE  OF  STUDY. 


4.  Heat. 

(a)  Heat  and  temperature. 

( b )  Conductivity;  diffusion;  expansion;  vaporiza¬ 

tion  ;  condensation. 

(c)  Thermal  unit-calory. 

( d )  Heat  and  mechanical  energy. 

5.  Radiant  Energy. 

( a )  Nature  of  light. 

( b )  Velocity,  intensity,  photometry. 

(c)  Reflection  of  mirrors;  prism;  lenses;  foci. 

( d )  Spectrum  analysis;  polarization. 

(e)  The  human  eye. 

6.  Electricity  and  Magnetism. 

(a)  Static  electricity;  conductors,  insulators,  potential. 

(b)  Current  electricity;  cell  structure,  poles,  laws  of 

resistance ;  Volt,  Ampere,  Ohm,  Watt,  Cou¬ 
lomb  ;  shunt. 

(c)  Laws  of  magnets;  magnetic  needle;  Ampere’s  the¬ 

ory  of  magnetism. 

(d)  Cells  in  parallel,  in  series;  induced  currents;  dy¬ 

namo,  armature,  commutator,  transformer ; 
Geissler  tube ;  theory  of  lightning. 

( e )  Galvanometer,  resistance  coils. 

(/)  Electric  lighting,  bell,  telephone,  telegraph. 

(g)  X-rays  ;  wireless  telegraphy. 

Text  Book  :  Avery — Elementary  Physics  ( five  times  a  week). 

(A)  Pages  1-156. 

(B)  Pages  157-304. 

B.— CHEMISTRY. 

t.  Relation  of  chemistry  to  modern  civilization. 

2.  The  field  of  chemistry — law,  hypothesis,  theory. 

3.  Phenomena  of  oxidation  ;  results  of  heating  metals ;  com¬ 

pare  with  physical  change;  something  taken  from  the 
air  by  contact  with  hot  metal ;  oxidation. 

4.  Oxygen,  its  properties,  reactions,  history  and  uses. 

5.  Elements  and  compounds ;  both  represented  by  smmbols, 

e.  g.  O,  H,  K,  etc. 


ASHEVILLE  HIGH  SCHOOL. 


23 


6.  Composition  of  sulphuric  acid;  preparation  of  sulphurous 

oxide  and  its  properties ;  oxidation  by  O  and  hot  plat¬ 
inum. 

7.  Sulphuric  acid  equals  sulphuric  oxide  plus  water ;  its  com¬ 

mercial  uses. 

8.  Reaction  of  a  metal  and  its  oxide  with  sulphuric  acid ; 

properties  of  the  liquid;  definition  of  a  salt,  a  base, 
an  acid. 

9.  Preparation  and  properties  of  H.  Comes  from  water,  its 

uses. 

10.  Evidence  that  water  is  HO;  proof. 

11.  Action  of  sodium  on  water  releases  H.  Composition  of 

residue  ? 

1 2.  Action  of  sulphuric  acid  on  a  salt  forms  sodic  sulphate 

and  a  new  gas  (chlorine).  With  metals  it  yields  H. 

13.  Preparation,  properties  and  uses  of  chlorine.  Identical 

with  common  salt. 

14.  Nitrogen  prepared  from  the  air;  its  properties. 

15.  Preparation  and  uses  of  ammonia;  artificial  refrigeration; 

high  explosives. 

16.  Carbon  as  reducing  agent;  commercial  uses  (water  gas, 

illuminating  gas)  ;  some  compounds  (petroleum,  sugar, 
dyes)  ;  fermentation. 

17.  Chemical  difference  between  iron  and  steel;  Siemens  and 

Bessemer  processes ;  ferrous  and  ferric  compounds. 

18.  Copper;  its  occurance,  reduction,  important  compounds, 

commercial  importance. 

19.  Aluminum ;  reduction,  importance,  uses,  compounds. 

20.  The  alkaline  metals ;  occurance,  important  compounds, 

commercial  uses. 

Text  Book:  Avery — School  Chemistry  (five  times  a 

week. 

C.— PHYSICAL  GEOGRAPHY. 

1.  The  earth;  movements,  day  and  night,  seasons,  relation  to 

other  heavenly  bodies ;  general  features ;  changes  in 
crust. 

2.  Rivers  and  valleys;  classification,  types,  age,  history, 

special  features. 

3.  Plains,  plateaus  and  deserts;  classification,  types,  develop¬ 

ment,  features. 


24 


COURSE  OF  STUDY. 


4.  Mountains ;  formation,  age,  influence  on  climate  and  agri¬ 

culture. 

5.  Volcanoes,  earthquakes  and  geysers;  causes,  localities  and 

work  done. 

6.  Glaciers ;  controlled  by  climate,  formation,  work  done. 

7.  Lakes  and  swamps ;  origin,  advantages  and  disadvantages. 

8.  The  ocean ;  general  description,  waves,  tides,  currents, 

erosions. 

9.  Shore  forms ;  classification,  types,  changes  in  coast  line, 

effect  of  rise  and  fall  of  land. 

10.  The  atmosphere;  composition,  height,  changes;  effects  of 

light  and  magnetism. 

1 1.  Winds  and  storms;  causes  and  effects,  classification,  study 

of  types,  cyclone  and  anticyclone. 

12.  Weather  and  climate;  radiation,  absorption,  convection; 

day  and  night;  seasonal  effects;  zones;  isotherms;  rel¬ 
ative  and  absolute  humidity ;  distribution  of  precipita¬ 
tion. 

13.  Physiography;  the  “Belt"  divisions;  erosion. 

14.  Distribution  of  plants  and  animals;  effect  of  climate,  the 

influence  of  natural  resources,  adaptation  to  environ¬ 
ment. 

15.  Alan  and  Nature;  distribution  of  the  races;  influence  of 

coast  line,  of  desert,  of  mountains. 

Text  Book:  Tarr — New  Physical  Geography  (three 
times  a  week). 

(A)  Chapters  1-11. 

(B)  Chapters  1 1  - 19 ;  Appendixes  A,  B,  E,  H. 

D. — PHY  SIOLOGY. 

1.  The  skin;  cells,  glands,  teeth,  the  bath,  health. 

2.  Cell ;  protoplasm,  fibers,  kinds  of  tissues. 

3.  Supporting  tissues;  connective,  fatty,  osseous;  effect  of 

stimulants. 

4.  Master  tissues ;  muscular,  nervous  ;  oxidation. 

5.  Substances  in  the  human  body;  water,  fats,  sugar, 

starch. 

6.  The  skeleton;  three  functions,  and  three  shapes  of  bones, 

correct  positions. 


ASHEVILLE  HIGH  SCHOOL. 


25 


7-  The  blood ;  composition,  circulation,  regulation  of  flow. 

8.  Circulation;  the  heart,  method  of  nourishment,  effect  of 

exercise,  effect  of  stimulants,  clothing. 

9.  The  muscles ;  voluntary,  involuntary,  nine  effects  of  mus¬ 

cular  exercise. 

10.  Respiration;  the  lungs,  diaphragm,  expiration  and  inspi¬ 

ration,  impure  air,  narcotics. 

11.  Hygiene;  proper  dress,  tuberculosis,  bacteria,  good  drain¬ 

age. 

1 2.  Foods;  compositions,  digestion,  waste. 

13.  Digestion;  the  organs,  saliva,  juices. 

14.  Hygiene;  environment,  food  values,  cooking,  effect  of 

stimulants,  eating. 

15.  Stimulants  and  narcotics;  arouse  energy,  relaxation,  con¬ 

traction  of  habit. 

16.  Nervous  system;  functions,  arrangement,  method  of 

action,  sensations,  connection  with  the  brain,  brain 
functions,  effects  of  alcohol  . 

17.  Temperature;  regulation,  distribution,  fever,  treatment  of 

colds. 

18.  The  sense  organs;  structure,  care. 

Text  Book:  Coleman — Elements  of  Physiology  (twice  a 
week). 

(A)  Pages  1-192. 

(B)  Pages  193-357. 

E.— BOTANY. 

1.  The  plant  as  a  whole;  root,  stem,  kinds,  habits. 

2.  Propagation ;  by  roots,  by  stems,  by  grafts. 

3.  Process  of  making  the  cuttings  for  propagation. 

4.  Food  reservoirs;  tubers,  bulbs. 

5.  Buds;  their  form  and  function. 

6.  Effect  of  sunlight. 

7.  Struggle  for  existence ;  in  buds,  in  branches. 

8.  Plant  forms  and  shapes. 

9.  Plant  food  ;  through  the  roots,  food  material ;  osmosis. 

10.  Manufacture  of  food  material;  carbon,  starch,  assimila¬ 
tion,  respiration. 


26 


COURSE  OF  STUDY. 


11.  Dependent  and  independent  plants. 

12.  Foliage;  function,  form,  shape,  distinctive  qualities. 

13.  Morphology';  the  five  tests. 

14.  How  plants  climb. 

15.  Flower  clusters;  three  ideas. 

16.  Flower  structure;  composite  flowers. 

17.  Fertilization  and  pollenation ;  how  plants  are  scattered. 

18.  Fruits;  kinds,  forms,  qualities. 

19.  Germination;  principles  and  processes. 

20.  Phenogams  and  Cryptogams. 

22.  Physical  environment ;  effect  of  climate,  winds,  exposure, 

struggle  with  other  plants. 

23.  Plant  societies ;  tropical,  temperate,  boreal. 

24.  Evolution ;  variation,  heredity,  natural  selection. 

25.  Minute  plant  structure;  cell,  tissue,  stem,  root,  leaf. 

Text  Book:  Baily — Botany,  An  Elementary  Text  for 

Schools  (five  time  a  week  during  second  term). 


YEAR 


COURSES  OF  STUDY  IN  THE  ASHEVILLE  HIGH  SCHOOL 


s 

t£ 


GENERAL  COURSE 


REQUIRED 

English . 

Algebra . 

Physical  Geography 

Music . 

Drawing . 


ELECTIVE 

Latin . 

Manual  Training  . . . 
Domestic  Science  . . . 


.5 

.5 

.5 

.1 

.2 

.5 

.2 

.2 


ii 


111 


IV 


REQUIRED 

English  . 

Algebra . 

General  Science  .... 

Music . 

Drawing . 

ELECTIVE 

Latin . 

Manual  Training  . . . 
Domestic  Science  . . . 


.5 

.5 

.5 

.1 

.2 

.5 

.2 

.2 


REQUIRED 

English . 

Algebra  . 

European  History . . . 

Music . 

ELECTIVE 

Latin . 

Biology . 

Manual  Training  .  . . 

Drawing  . 

Domestic  Science  . .  . 


.5 

.5 

.5 

.1 

.5 

.5 

.2 

.2 

.2 


REQUIRED 

English . 

Plane  Geometry  .... 
European  History . . . 
Music . 

ELECTIVE 

Latin . 

Biology . 

Manual  Training  . .  . 

Drawing . 

Domestic  Science  . . . 


.5 

.5 

.5 

.1 

5 

.5 

.2 

.2 

.2 


REQUIRED 

English . 5 

Plane  Geometry . 5 

European  History .  5 

Music . 1 

ELECTIVE 

Latin . 5 

Chemistry . 5 

Bookkeeping . 5 

French  or  German . 5 

Manual  Training . 2 

Drawing . 2 

Domestic  Science . 2 


REQUIRED 

English .  5 

European  History . 5 

Music . 1 

ELECTIVE 

Latin . 5 

Chemistry . 5 

French  or  German . 5 

Solid  Geometry . 5 

Bookkeeping . 5 

Manual  Training . 2 

Drawing . 2 

Domestic  Science . 2 


REQUIRED 

English . 5 

Am.  History  and  Civics. . .  .5 

Music . 1 

ELECTIVE 

Latin . 5 

Physics .  5 

Bookkeeping . 5 

French  or  German . 5 

Advanced  Algebra . 5 

Manual  Training . 2 

Drawing . . 1 

Domestic  Science . 2 


COLLEGE  PREPARATORY 
CLASSICAL  COURSE 

REQUIRED 

English . 

...5 

Algebra  . 

...5 

Latin . 

. .  .5 

Music  . 

...1 

ELECTIVE 

Physical  Geography. . . 

...5 

Manual  Training . 

. .  .2 

Domestic  Science . 

...2 

Drawing . 

. .  .2 

REQUIRED 

English . ,. 

....5 

Algebra . 

....5 

Latin . 

. .  .5 

Music . 

....1 

ELECTIVE 

General  Science . 

....5 

Manual  Training . 

....2 

Domestic  Science . 

. . .  .2 

Drawing . 

....2 

REQUIRED 

English . 

....5 

Algebra . 

. . .  .5 

Latin . 

. . .  .5 

Music  . 

. . .  ,i 

ELECTIVE 

Biology . 

....5 

European  History . 

Domestic  Science . 

. . .  .2 

Drawing . 

...2 

REQUIRED 

English . 

..  ..5 

Plane  Geometry . 

...  .5 

Latin . 

. . .  .5 

Music . 

. . .  .1 

ELECTIVE 

Biology . 

....5 

European  History. . . . 

Domestic  Science  .... 

...  .2 

Drawing . 

...  .2 

REQUIRED 

English . 

...  .5 

Plane  Geometry . 

...  .5 

Latin . 

...  5 

Music  . 

...  .1 

ELECTIVE 

Chemistry . . 

...  .5 

European  History .... 

...  .5 

German  or  French  . . . 

...  .5 

Domestic  Science .... 

...  .2 

Drawing . 

...  .2 

REQUIRED 

English . 

...  .5 

Latin . 

...  .5 

Music  . 

...  .1 

ELECTIVE 

Solid  Geometry . 

...  .5 

Chemistry . 

...  .5 

European  History. . . . 

German  or  French  . . . 

Domestic  Science  .... 

. 2 

Drawing . 

. 2 

REQUIRED 

English . . 

..  ..5 

Latin . 

. 5 

Am.  Historv  and  Civic 

s  . .  .5 

Music  . 

1 

ELECTIVE 

Physics . 

. 5 

Advanced  Algebra  . . . 

. 5 

German  or  French . . . 

...5 

Domestic  Science  . . . . 

. 2 

Drawing . 

. 2 

REQUIRED 

English . 5 

Am.  History  and  Civics. . .  .5 

Music . 1 

ELECTIVE 

Latin . 5 

Physics . 5 

French  or  German . 5 

Community  Civics . 5 

Bookkeeping . 5 

Manual  Training . 2 

Drawing . 2 

Domestic  Science . 2 


REQUIRED 

English . 5 

Latin . 5 

Am.  History  and  Civics. . .  -5 
Music  . 1 

ELECTIVE 

Physics . 5 

Community  Civics . 5 

German  or  French . ? 

Domestic  Scienee . 2 

Drawing . 2 


COLLEGE  PREPARATORY 
SCIENTIFIC  COURSE 


REQUIRED 

English . 

Algebra . 

Physical  Geography 
Music . 


ELECTIVE 


Latin . 

Manual  Training  . 

Drawing  . 

Domestic  Science  . 


.5 

.5 

.5 

1 

.5 

.2 

.2 

.2 


REQUIRED 

English . 

Algebra . 

General  Science  .... 

Music . 

ELECTIVE 

Latin . 

Manual  Training  . . . 

Drawing . 

Domestic  Science  . .  . 


5 

5 

.5 

.1 

.5 

.2 

.2 

.2 


REQUIRED 

English . 

Algebra . 

Biology . 

Music . 

ELECTIVE 

Latin . 

European  History . . . 
Manual  Training  . . . 

Drawing . 

Domestic  Science  . . . 


.5 

.5 

.5 

.1 

.5 

.5 

.2 

.2 

.2 


REQUIRED 

English . 

Biology . 

Plane  Geometry  .... 

Music  . 

ELECTIVE 

Latin . 

European  History. . . 
Manual  Training  . . . 

Drawing . 

Domestic  Science  . . . 


.5 

5 

.5 

.1 

.5 

.5 

.2 

.2 

.2 


REQUIRED 

English . 5 

Plane  Geometry . 5 

Chemistry . 5 

Music . 1 

ELECTIVE 

Latin . 5 

European  History . 5 

French  or  German . 5 

Manual  Training . 2 

Drawing . 2 

Domestic  Science . 2 


Figures  at  right  of  subjects  indicate  number 
In  selection  of  subjects  and  courses,  Parents, 


REQUIRED 

English . . . . . 5 

Chemistry . 5 

Music . 1 

ELECTIVE 

Latin . 5 

European  History . 5 

French  or  German . 5 

Solid  Geometry . 5 

Manual  Training . 2 

Drawing . . 2 

Domestic  Science . 2 

REQUIRED 

English . 5 

Physics . 5 

Am.  History  and  Civics - 5 

Music . 1 

ELECTIVE 

Latin . 

French  or  German . 5 

Advanced  Algebra . 5 

Manual  Training . 2 

Drawing . 2 

Domestic  Science . 2 


required 


1 


English . * 

Physics . “ 

Am.  History  and  Civics - •> 

Music  . 

elective 

Latin . § 

French  or  German . » 

Community  Civics. . 5 

Manual  Training . 2 

Domestic  Science . 2 

Drawing . 1 


COMMERCIAL  COURSE 


English . 5 

Commercial  Arithmetic  \  g 
Mental  Arithmetic  ....  f 

Bookkeeping . 10 

Penmanship  .  5 


English .  5 

Commercial  Arithmetic  \  g 
Mental  Arithmetic  ....  I  ‘ 

Bookkeeping . 10 

Penmanship .  5 

Stenography .  5 

Typewriting .  j  c 

Spelling .  i  '  ’ 

English .  5 

Commercial  Arithmetic  \  g 

Mental  Arithmetic  ....  /  ' ' 

Bookkeeping  . 10 

Commercial  Geography  ....  5 

Stenography .  5 

Typewriting . {  c 

Spelling  . j 

English . 5 

Commercial  Arithmetic  \  g 

Mental  Arithmetic  ....  j 

Advanced  Bookkeeping . 10 

Commercial  Law . 

Stenography . 

Typewriting  . j  g 

Stenography . ( 


NOTES 

10  credits  required  for  grad¬ 
uation. 

Penmanship  must  be  ap¬ 
proved  by  the  Palmer  Com¬ 
pany  or  the  Zaner  Company 
before  credit  is  given. 

Stenography  and  Typewrit¬ 
ing  must  be  approved  by  the 
Superintendent  or  the  Princi¬ 
pal. 


of  recitations  the  week. 


in  in 


